Factors affecting the transformation of digital learning toward hybrid skills for educational mismatch group

Abstract

This research aimed to: 1) study the current state of the transformation of digital learning toward hybrid skills for educational mismatch group; 2) investigate the factors affecting of the transformation of digital learning toward hybrid skills for educational mismatch group; and 3) identify digital learning approaches aimed at enhancing blended learning skills for groups with educational mismatches. The sample group consisted of administrators and lecturers from related fields, representatives from industry sector, and graduates from the Faculty of Industrial Education, Rajamangala University of Technology Suvarnabhumi, who graduated between 2012 and 2022. Using the Krejci and Morgan table formula, the sample size was determined to be 265 participants, selected through stratified sampling.  In addition, 12 participants were selected for in-depth interviews using purposive sampling.

The research instruments were questionnaires and in-depth interviews. The statistical methods used for data analysis included mean, standard deviation, Pearson correlation coefficient, and stepwise multiple regression analysis. The results of the study revealed that: 1) the overall current state of the transformation of digital learning toward hybrid skills for educational mismatch group was at a high level; 2) the correlation coefficient among the five variables related to the transformation of digital learning toward hybrid skills (Y) ranged from 0.45 to 0.95, representing a statistically significant relationship at the .05 level for the educational mismatch group; and 3) learning approaches aimed at enhancing toward hybrid skills for marginalized groups based on the interview findings, could be summarized as follows: (1) developing curricula that integrate digital and vocational skills to enable learners to apply knowledge in problem-solving (2) promoting learning management through digital platforms and learning technologies to increase access to learning resources; (3) developing teachers’ competencies in digital learning design to promote critical thinking among learners; and (4) establishing collaboration between educational institutions and industry to provide learners with real-world learning experiences and skills that meet the needs of the labor market.